Level 1 KWL (Levels 1 and 3) K – Games add a fun new way to add learning to lessons. Good for revision before exams. Good for a plenary to reinforce learning.
W – different techniques and processes for developing games and how to implement them into lessons. Some examples of how gaming works in lessons.
L – Different techniques and processes to implement games into lesson. Some different examples of techniques and support when implementing games.
Level 2 Where do I start? Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
- I am going to trial some revision based games and some games to reinforce learning. Students would hopefully be engaged in the learning and motivated.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I have developed “jenga” to be used in lessons. The blocks have numbers written on them that refer to questions displayed on the white board. When the pupils remove the block they must answer the question on the board. If they get it correct they get a point. The student with the most points when the tower falls is the winner.
I tested this in lesson with great success. The students were engaged and enjoyed answering the questions.
The game does need developing. Currently the students don’t have the answers to the questions on the white board. I have been developing a double sided print out for Jenga. When the student answers a question one member of the group will have the answers and see if they pupils got the question correct. I could differentiate this. The weakest student or a student that is not confident in answering the question could have all the answers and become the question master. They would then see both the questions and the answers.
Level 3 Premiers Reading Challenge Reflection Provides students with a challenge / target that needs to be achieved. They can complete against their friends. Win different certificates depending on how many book you read motivating students.
Zombie Learning Reflection
Something the students would be interested in / excited about. Interactive and involves high order thinking. Immediate feedback. Lots of engagement and motivation.
You Try/ A final reflection
Students could also design their own questions for the Jenga game. They could then get another group to complete the questions. This would allow the students to take some ownership of their learning.
Level 1
KWL (Levels 1 and 3)
K – Games add a fun new way to add learning to lessons. Good for revision before exams. Good for a plenary to reinforce learning.
W – different techniques and processes for developing games and how to implement them into lessons. Some examples of how gaming works in lessons.
L – Different techniques and processes to implement games into lesson. Some different examples of techniques and support when implementing games.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
- I am going to trial some revision based games and some games to reinforce learning. Students would hopefully be engaged in the learning and motivated.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I have developed “jenga” to be used in lessons. The blocks have numbers written on them that refer to questions displayed on the white board. When the pupils remove the block they must answer the question on the board. If they get it correct they get a point. The student with the most points when the tower falls is the winner.
I tested this in lesson with great success. The students were engaged and enjoyed answering the questions.
The game does need developing. Currently the students don’t have the answers to the questions on the white board. I have been developing a double sided print out for Jenga. When the student answers a question one member of the group will have the answers and see if they pupils got the question correct. I could differentiate this. The weakest student or a student that is not confident in answering the question could have all the answers and become the question master. They would then see both the questions and the answers.
Level 3
Premiers Reading Challenge Reflection
Provides students with a challenge / target that needs to be achieved. They can complete against their friends. Win different certificates depending on how many book you read motivating students.
Zombie Learning Reflection
Something the students would be interested in / excited about. Interactive and involves high order thinking. Immediate feedback. Lots of engagement and motivation.
You Try/ A final reflection
Students could also design their own questions for the Jenga game. They could then get another group to complete the questions. This would allow the students to take some ownership of their learning.